In 2008 an expert panel of motorcycle training experts and training evaluation experts from industry, government, and academia.met to discuss how to measure the effectiveness of motorcycle training programs and were challenged to identify measures of training effectiveness. They discussed using existing databases to evaluate motorcycle training, identifying the characteristics of a safe rider, and identifying where better systematic measurement processes can be developed, fielded, and validated.

Relationship between training, experience, and visual behavior among motorcycle riders. It is feasible to collect naturalistic eye tracking data from motorcycle riders of varying experience levels using their own vehicles - February 2013

From 2013. The scanning skills of a vehicle operator represent a key parameter for hazard perception and effective vehicle operation. Overriding one’s sight distance, or not looking far enough ahead down the roadway, may not leave a motorcycle rider enough time to detect and respond to changes in the environment.

This report presents the results of three research studies regarding driver distraction from the forward roadway due to secondary in-vehicle tasks. Study 1 included the development and evaluation of a PC-based training program named FOrward Concentration and Attention Learning (FOCAL). The computer program was designed to teach novice drivers to manage their glances away from the roadway and to avoid extended glances over 2 seconds. Results of Study 1 demonstrated that the FOCAL program was effective for changing glance behaviors as measured by the PC-based Attention Maintenance Assessment Program, also developed as part of Study 1. Study 2 was a field study on active roadways that evaluated the impact of FOCAL on glance behaviors by comparing trained and untrained newly licensed young drivers. An advance eye tracking system was used to collect data on the glance behaviors of trained and untrained participants while driving on active roadways and completing a variety in-vehicle tasks. Results showed that drivers who received FOCAL training had significantly lower proportions of tasks with glances that exceeded various thresholds (i.e., 2 seconds, 2.5 seconds, 3 seconds), and, collapsing across tasks, trained drivers had a lower proportion of glances over those thresholds compared to the untrained group. In Study 3, essentially the same study protocol used in Study 2 was applied in a high-fidelity driving simulator. Study 3 results showed a similar pattern of results to Study 2 with the trained group having significantly lower proportions of glances above the various glance duration thresholds. The magnitude of the differences between training groups was, however, greater in the simulator than in the field. Together, the results from these three studies suggest that young drivers may benefit from training that addresses attention maintenance skills. A clear limitation of this project is that the evaluations of the training always occurred immediately after training, so the extent to which the individuals retain any skill is unknown. The research also indicates that computer-based and simulator-based assessments are likely valid for testing the attention maintenance skills of drivers. The findings support further development of FOCAL-like programs and further testing of FOCAL to determine if such training impacts the driving safety of younger drivers.

Demonstration and promising pilot program to increase bicycle helmet use in middle school students tested in 2005. Students were provided helmets with the school logo
and given the option to decorate their helmets.

This factsheet includes 10 years of data, from 2006 to 2015.
A school-transportation-related crash is a crash that involves, either directly or indirectly, a school
bus body vehicle, or a non-school bus functioning as a school bus, transporting children to or from
school or school-related activities. In this factsheet “school–age” children are defined as children 18
and younger.

From 2010. Driver license tests are designed to ensure that people using public roadways have a minimum level of driving skill and an awareness of safe driving practices and road laws. License applicants proceed through the administrative processes of their respective licensing agencies, and must take and pass the actual examinations. In addition to successfully navigating the testing process, young novice drivers also must adhere to graduated driver licensing (GDL) policies, which govern driving practice both before and after licensure.